In May 2018, the new General Data Protection Regulation (GDPR) will enter into force in the European Union. This new regulation is considered as the most modern data protection law for Big Data societies of tomorrow. The GDPR will bring major changes to data ownership and the way data can be accessed, processed, stored, and analysed in the European Union. From May 2018 onwards, data subjects gain fundamental rights such as ‘the right to access data’ or ‘the right to be forgotten’. This will force Big Data system designers to follow a privacy-by-design approach for their infrastructures and fundamentally change the way data can be treated in the European Union. The presentation provides an overview of the Trusted Learning Analytics Programme as it has been recently initiated at the University of Frankfurt and the DIPF research institute in Germany. Educational data is under special focus of the GDPR, as it is considered as highly sensitive like data from a nuclear plant. It shows opportunities and challenges for using educational data for learning analytics purposes under the light of the GDPR 2018.

1. Prof. Dr. Hendrik Drachsler
@hdrachsler
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

2. 3
• Hendrik Drachsler
Professor Educational Technologies
& Learning Analytics
• Research topics:
Recommender Systems
Learning Analytics
Mobile devices
• Application domains:
Schools
HEI
Medical education
WhoAmI
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

3. 12/03/18 3Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

5. @HDrachsler, #
Slide 5 / 29 June
1. Definition of
trust and LA
2. Fears of
Learning
Analytics
Lecture structure
5. Technical
approaches
towards Trusted
Learning Analytics
3. Humboldt-ian
Educational
Model
4. New demands
from GDPR 2018
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

6. Trust is about a firm belief in the
reliability, truth, or ability of someone
or something.
A trustful relation is mutually based on
• openness
• truth
• reliability
• integrity
• belief
• faith
• freedom of suspicion
A definition of Trust
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit
Picture by Terry Johnston
https://www.flickr.com/photos/powerbooktrance/466709245/

7. Greller, W. & Drachsler, H. (2012). Turning Learning into Numbers. Toward a Generic Framework for
Learning Analytics. Journal of Educational Technology & Society, 15(3), 42–57.
http://ifets.info/journals/15_3/4.pdf
A definition of Learning Analytics

8. @HDrachsler, #
Slide 8 / 29 June
1. Definitions
2. Fears of
Learning
Analytics
Lecture structure
5. Technical
approaches
towards Trusted
Learning Analytics
3. Humboldt-ian
Educational
Model
4. New demands
from GDPR 2018
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

9. Keynote Neil Selwyn @ LAK 2018, Sydney, Australia
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

10. Keynote Neil Selwyn @ LAK 2018, Sydney, Australia
Learning Analytics has a trust problem …
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

11. Keynote Neil Selwyn @ LAK 2018, Sydney, Australia
… because Learning Analytics
has the potential of becoming a
high stakes assessment.

12. Black box vs. White box
Open algorithms
Transparent indicators
No automated decisions
Full access to data
Knowing who accesses your data
Unknown algorithms
Unknown data collection
Automated decisions
No access to raw data
No control who uses it
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

13. Examples why people don’t trust

14. 14
• $100 million investment
• Aim: Personalized learning in public schools, through data & technology
standards
• 9 US states participated, in 2013 data about millions of children
have been stored
Ignoring the fears and public
perception of the application of
analytics can lead to a lack of
acceptance, protests, and even failure
of entire LA implementations.
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit
Examples why people don’t trust

15. @HDrachsler, #
Slide 15 / 29
1. Definitions
2. Fears of
Learning
Analytics
Lecture structure
5. Technical
approaches
towards Trusted
Learning Analytics
3. Humboldt-ian
Educational
Model
4. New demands
from GDPR 2018
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

16. Humboldt-ian Model
Designed an education system …
• based on unbiased knowledge
• combining research and teaching
• allowing students to choose their own
course of study
• develop autonomous reflected individuals
• education beyond vocational training only
• comprehensive general learning
• cultural knowledge
Picture cc-by: https://en.wikipedia.org/wiki/Alexander_von_Humboldt
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit
Humboldt-ian Model in the age of Big Data
Designed an education system …
• based on unbiased knowledge
• combining research and teaching
• allowing students to choose their own course of
study (personalization)
• develop autonomous reflected individuals (self-
regulated learning)
• education beyond vocational training only
• comprehensive general learning
(lifelong learning)
• cultural knowledge
(formative feedback vs. summative assessment)

17. @HDrachsler, #
Slide 17 / 29
1. Definitions
2. Fears of
Learning
Analytics
Lecture structure
5. Technical
approaches
towards Trusted
Learning Analytics
3. Humbold-tian
Educational
Model
4. New demands
from GDPR 2018
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

18. “the biggest change to data
protection law for a
generation”
Elizabeth Denham,
Information Commissioner
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit
GDPR 2018

19. GDPR 2018
• Right to be informed
• Right of access
• Right to rectification
• Right to erasure
• Right to restrict processing
• Right to data portability
• Right to object automated decision making
Do your Learning Technology systems
support these rights?
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

20. The GDPR may apply to an
institution even if it does not
have any physical presence in
the EU.
Interaction with EU citizens in a
way that results in data being
kept on them appears to trigger
the applicability of the law.
The law appears to apply to
study abroad programs as well.
GDPR 2018

21. 21
Some things are already on its way
http://www.open.ac.uk/students/ch
arter/essential-documents/ethical-
use-student-data-learning-analytics-
policy#
https://www.jisc.ac.uk/sites/default/files/jd
0040_code_of_practice_for_learning_analy
tics_190515_v1.pdf
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

22. 22
Drachsler, H. & Greller, W. (2016). Privacy
and Analytics – it’s a DELICATE issue. A
Checklist to establish trusted Learning
Analytics. 6th Learning Analytics and
Knowledge Conference 2016, April 25-29,
2016, Edinburgh, UK.
Online at:
http://www.laceproject.eu/ethics-privacy/
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit
Some things are already on its way

23. Some things are already on its way
http://www.sheilaproject.eu
Yi-Shan Tsai, Pedro Manuel
Moreno-Marcos, Kairit
Tammets, Kaire Kollom, and
Dragan Gašević. 2018. SHEILA
policy framework: informing
institutional strategies and
policy processes of learning
analytics. In Proceedings of the
8th International Conference on
Learning Analytics and
Knowledge (LAK '18). ACM, New
York, NY, USA, 320-329. DOI:
https://doi.org/10.1145/317035
8.3170367

24. @HDrachsler, #
Slide 24 / 29
1. Definitions
2. Fears of
Learning
Analytics
Lecture structure
5. Technical
approaches
towards Trusted
Learning Analytics
3. Humbold-tian
Educational
Model
4. New demands
from GDPR 2018
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

25. Trusted Learning Analytics Infrastructure
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

26. • TRU-LA first GDPR 2018
conform Big Data
Infrastructure
• Joined project with
GU und OU
• Among ‘traditional‘ learning
data we also aim to collect
multimodal data.
Trusted Learning Analytics Infrastructure
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

27. Trusted Learning Analytics in action
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit

28. • Context
– Online course on sustainable development with 60 students from 11
EU universities
• Key components
– students (and staff) of different nationalities and backgrounds
(cultural and disciplinary)
– collaboration between geographically distributed students
• RQ:
– How can we best integrate learning analytics and group awareness
for students in CSCL learning environments to optimize group
dynamics and collaborative learning?
Trusted Learning Analytics in action

29. Cumulative View Periodic View
Adelaide | 12.03.2018 | @hdrachsler | Digitale Learning Summit
Trusted Learning Analytics in action

30. Reciprocal Privacy Relationship
Scheffel, M., Drachsler, H., Kreijns, K., de Kraker, J., & Specht, M. (2017). Widget, widget as
you lead, I am performing well indeed! - Using results from a formative offline study to
inform an empirical online study about a learning analytics widget in a collaborative learning
environment LAK’17. Vancouver, Canada: ACM.

31. The Widget

32. The Widget

33. The Widget

34. The Widget
And now guess, how many of the 60 students
wanted their data hidden?

35. @hdrachsler drachsler@dipf.de
35
Many thanks for your attention!
Questions now or later: